2019/08/01 by Alfredo J. Artiles · 180 citations
Psychology · Social Sciences · #Context (archaeology) #Critical Race Theory in Education #Disability Rights and Representation #Disability studies #Education Discipline and Inequality #Educational research #Equity (law) #Gender studies #Geography #Honor #Identification (biology) #Identity (music) #Law #Political science #Psychology #Public relations #Social science #Sociology
paper · doi:10.3102/0013189x19871949
published in Educational Researcher 48(6), 325-335 (SAGE Publishing)
openalex publication_date 2019/08/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/30
I engage longstanding challenges and risks associated with conducting and using research on complex equity problems. I engage these challenges in the context of research on disability identification disparities, which have been historically intertwined with particular identity markers (e.g., race, social class, gender, language). Some of these tensions revolve around knowledge production, the nuances of representation, and the identities of oppressed groups. I critique traditional research on disability identification disparities and outline guiding principles for the next generation of equity research. First, future research on disability intersections must rely on historical epistemologies to honor the complexities of equity in worlds of difference. Second, the next generation of research must produce alternative interdisciplinary re-presentations of disability intersections.